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2 recherche sur le mot-clé 'manipulatives'
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Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
[article]
Titre : Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur Année de publication : 2021 Article en page(s) : p.71-82 Langues : Anglais (eng) Mots-clés : autism mathematics intervention manipulatives elementary technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82[article] Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur . - 2021 . - p.71-82.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82
Mots-clés : autism mathematics intervention manipulatives elementary technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204[article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204
Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410